GIFT    OF 
JANE 


No  Mummified  History  in 
New  York  Schools 


BY 

ANDREW    SLOAN   DRAPER,  LL.  D. 

Commissioner  of  Education,  State  of  New  York 


SYRACUSE,  N.  Y. 

C.  W.  BARDEEN.    PUBLISHER 
1912 


This  address  was  delivered  Nov.  28, 
1911,  before  the  history  section  of  the 
New  York  State  Teachers  Association  and 
is  printed  from  proof-sheets  revised  by 
the  author. 


271032 


No  Mummified  History  in  New 
York  Schools 


The  last  Legislature  did  the  inevitable 
thing  and  made  the  office  of  w  the  State 
Historian  a  division  in  the  Education 
Department.  It  went  further  and  created 
a  division  in  the  Department  to  supervise 
the  manner  in  which  all  public  records 
of  the  State  and  of  the  counties,  cities,  and 
towns  thereof  are  made  and  cared  for. 
Of  course  these  plans  articulate  together 
and  are  expected  to  conserve,  and  cherish, 
and  magnify  our  history.  They  are  ex- 
pected to  make  the  vital  history  of  the 

country,    and   particularly   of   the   State, 
(5) 


6          Mummified  History  Teaching 

available  to  all  the  people  in  attractive 
and  realistic  forms.  One  of  the  early 
expressions  of  the  movement  ought  to 
appear  in  quickening  and  improving  the 
teaching  of  history  in  the  schools. 

There  is.  no  state  with  a  more  resplen- 
dent history  than  New  York.  The  story 
of  the  first  settlements,  of  the  progress  of 
pioneer  farming,  of  the  dealings  and  con- 
flicts with  the  Indians,  of  the  upbuilding 
of  our  commerce  and  manufactures,  of 
the  development  of  our  religious  and 
political  institutions,  of  the  old  roads  which 
foreshadowed  the  newer  and  greater  ones, 
of  the  habits  and  customs  of  early  genera- 
tions which  have  influenced  the  doings 
of  the  present  generation,  of  the  deadly 


Mummified  History  Teaching          7 

battles  fought  and  the  political  policies 
established  by  our  fathers  which  settled 
the  character  of  the  State  and  nation,  is 
an  inheritance  which  is  not  exceeded  by 
that  of  any  people  in  the  world.  All  of 
this  splendid  story  can  not  be  understood 
by  the  children  in  the  schools,  for  that 
requires  long  lives  and  mature  minds,  but 
we  may  have  the  satisfaction  of  knowing 
that  if  we  teach  little  parts  of  it  so  children 
become  readily  interested  in  them,  they 
will  go  on  and  learn  about  other  parts 
without  other  helps  than  such  as  they  will 
find  on  their  own  account.  The  story 
truly  told  is  so  fascinating  that  it  is  irre- 
sistible. 

The  point  of  this  little  paper  is  not  so 
much   to   extend   the   courses  in   history 


8          Mummified   History  Teaching 

as  it  is  to  make  the  teaching  vital  and  the 
history  irresistible. 

There  are  now  two  quite  distinct  schools 
of  history  writers  and  teachers.  One  of 
these,  which  we  may  call  the  old  school, 
assumes  that  one  who  has  participated 
in  great  events  and  can  write  well,  can 
write  the  history  of  those  events.  It 
assumes  that  one  who  had  no  actual  part 
in  the  events  but  is  an  educated  man  and 
an  accomplished  writer,  may  qualify  him- 
self for  writing  and  history  of  them  by  read- 
ing all  that  others  have  written  about 
them,  by  searching  out  old  documents 
bearing  upon  them  which  have  escaped 
the  earlier  writers,  and  by  going  over  the 
grounds  where  the  events  occurred,  oc- 
cupying the  point  of  view  and  entering 


Mummified  History  Teaching          9 

into  the  feeling  of  the  actors,  and  working 
himself  into  a  frame  of  mind  which  will 
express  the  story  as  the  original  partici- 
pants in  the  events  might  if  they  could 
speak. 

The  other  and  newer  school  is  the  rather 
natural  outgrowth  of  the  universities. 
It  occupies  the  critical  attitude  of  the 
universities.  It  is  more  destructive  than 
creative.  It  is  more  professional  and 
pedantic  than  original  and  inspiring.  Its 
work  is  done  in  the  study  rather  than  by 
searching  fields  and  following  streams. 
Its  particular  satisfaction  is  in  calling 
down  some  old  hero  because  he  told  a 
story  with  a  little  too  much  enthusiasm. 
It  assumes  that  having  had  a  part  in  the 
events,  and  having  actual  sympathy  with 


10        Mummified    History   Teaching 

one  side  or  the  other  in  those  events, 
disqualifies  from  writing  about  them.  It 
even  assumes  that  no  one  has  any  business 
to  write  history  unless  he  has  been  trained 
by  the  professors  of  history  in  the  univer- 
sities to  question  everything  and  to  have 
no  actual  feeling  about  any  historical 
fact.  It  pretends  to  treat  judicially  mat- 
ters which  are  wholly  outside  of  and  apart 
from  judicial  interpretation.  It  makes 
more  of  mummies  than  of  life. 

Let  us  illustrate.  A  professor  of  history 
at  Dartmouth  College,  if  he  were  a  disciple 
this  school,  might  write  what  he  would 
call  a  judicial  history  of  the  battle  of 
Gettysburg.  He  would  disregard  the 
motives  and  ignore  the  enthusiasms  of 
the  contending  armies.  He  would  say 


Mummified  History    Teaching        11 

that  the  partisanship  which  would  lead 
a  man  to  offer  his  life  to  his  country  would 
make  him  unable  to  appreciate  the  ac- 
cepted cannons  of  historical  criticism  or 
understand  the  underlying  principles  of 
historical  documentation.  He  would  deal 
only  with  generalities,  i.  e.  the  written 
orders,  the  generals,  the  divisions  and 
army  corps,  the  grand  movements,  the 
figures  and  the  result;  and  to  make  sure 
that  no  one  would  think  him  prejudiced, 
or  any  more  interested  in  one  side  than 
the  other,  he  would  very  likely  leave  it 
to  the  reader  to  come  to  his  own  con- 
clusions about  it  all,  just  as  a  circuit  judge 
leaves  it  to  a  jury  to  decide  what  the 
facts  are  when  the  evidence  is  circum- 
stantial and  conflicting  and  he  is  not 


12        Mummified   History   Teaching 

himself  sure  of  what  happened.  He  could 
tell  us  that  the  battle  of  Gettysburg  was 
fought  on  Thursday,  Friday,  and  Satur- 
day, July  1st,  2nd,  and  3rd,  in  1863;  that 
the  weather  was  probably  hot;  that  there 
were  201,817  men  engaged;  that  they 
marched  33  %  miles  the  day  before  the 
battle,  and  that  41,714  were  killed;  and 
that  all  this  was  the  unnecessary  conse- 
quence of  something  that  our  fathers  mis- 
takenly let  slip  into  the  Constitution  on 
a  Saturday  or  a  Sunday  in  October,  1789. 
It  would  be  as  interesting  to  boys  and 
girls  and  their  fathers  and  mothers  as  a 
railway  track  or  a  tow  of  canal  boats  when 
they  had  seen  hundreds  of  them. 

That  might  happen.     I  do  not  believe 
it  would,  for  I  do  not  believe  Dartmouth 


Mummified  History   Teaching        13 

would  stand  for  it  long.  It  is  all  specu- 
lation. Now  let  us  see  something  that 
did  happen.  In  1854  a  fine  young  fellow 
by  the  name  of  Frank  Haskell  graduated 
from  Dartmouth  College.  He  was  born 
in  Vermont,  taught  school  to  get  the 
money  to  go  to  college,  and  was  late  in 
getting  through,  for  he  was  twenty-six. 
But  he  quickly  made  up  for  his  delayed 
college  course.  He  was  a  classical  scholar, 
intent  upon  work,  ready  for  a  frolic  and 
not  afraid  of  a  fight.  He  played  square 
with  the  world,  formed  opinions  and 
had  unusual  gifts  in  narrating  facts  and 
expressing  himself.  He  went  to  Madison, 
Wisconsin,  studied  law,  gained  admis- 
sion to  the  bar,  and  was  soon  in  successful 
practice  and  a  citizen  who  was  regarded 


14        Mummified   History  Teaching 

and  respected.  At  the  opening  of  the 
Civil  War  he  enlisted  in  the  Sixth  Wis- 
consin regiment  and  soon  gained  reputa- 
tion as  a  sagacious  and  daring  soldier. 
He  was  a  mounted  aide  to  General  Gibbon 
at  Gettysburg,  and  carried  orders  and 
information  to  far  points  on  the  field. 
Such  a  young  man  in  such  a  place  made 
the  most  of  his  unparalleled  opportunities 
for  seeing  and  doing  things.  He  messed 
with  the  generals  and  mixed  with  the 
men,  and  freely  offered  his  life  to  his 
country  by  doing  whatever  he  could  find 
to  do,  without  regard  to  peril,  that  would 
help  her  in  her  crucial  hour.  He  was 
wounded  enough  to  put  most  men  out  of 
commission  for  a  month,  and  he  had  two 
horses  shot  under  him,  but  he  never  let 


Mummified  History  Teaching        15 

go  of  his  job.  He  was  among  the  first 
to  see  the  advance  of  Pickett's  division  for 
the  grand  charge  on  the  afternoon  of  the 
third  day.  He  rode  along  the  crest  look- 
ing for  the  weakest  place  in  the  Union 
lines.  The  Confederates  had  looked  for 
it  also.  He  found  the  thinnest  ranks 
where  Webb's  brigade  was  in  a  moment 
to  meet  the  fiercest  onset  at  the  "bloody 
angle".  He  looked  for  Hancock  and 
Gibbon,  but  they  had  both  been  wounded. 
He  looked  for  anybody  with  authority 
to  give  orders  which  would  mend  the 
break.  Finding  no  one,  he  flew  about 
and  gave  the  orders  himself  just  as  though 
all  the  straps  and  stars  in  the  army  were 
upon  or  behind  him.  He  rushed  a  couple 
of  fairly  fresh  regiments  into  the  breach, 


16        Mummified   History  Teaching 

and  when  the  blow  fell  he  was  right  there 
to  help  them  meet  it.  They  met  it  so 
that  they  lost  half  their  number,  but 
what  was  left  gathered  in  four  thousand 
prisoners.  Meade  and  Hancock  and 
Gibbon  and  the  Congress  said  that  he 
had  done  as  much  as,  if  not  more  than, 
any  other  one  man  for  the  triumph  of 
the  Union  arms  at  Gettysburg.  He  was 
only  a  lieutenant.  It  made  him  a  colonel 
at  once. 

In  the  next  thirty  days  he  wrote  a  full 
account  of  the  battle  from  first  to  last. 
He  had  no  thought  of  writing  for  publica- 
tion. He  wrote  what  fills  a  book.  With- 
out any  self -laudation  he  told  his  young 
brother  at  home  what  he  saw  and  heard, 
how  he  felt  and  what  he  did,  what  the 


Mummified  History  Teaching        17 

officers  and  men  did  and  said.  He  dealt 
with  men  and  things  and  events  in  par- 
ticular. He  described  movements  and 
incidents  so  that  the  reader  thrills  and 
shivers.  He  expressed  his  feelings  with 
the  ardor  and  freedom  of  youth.  He  gave 
credit  with  a  generous  hand  and  without 
regard  to  rank,  and  he  handed  out  criti- 
cism in  the  same  way.  For  example, 
he  said  that  Hooker  was  a  "scoundrel", 
which  he  was  not;  that  Sickles  was  only  a 
"political  general"  seeking  popularity 
when  he  moved  the  third  corps  to  the 
other  ridge,  which  was  putting  it  too 
strong;  and  that  the  eleventh  corps  was 
a  "pack  of  cowards",  which  was  probably 
overstating  the  matter.  But  all  came 
hot  "off  the  bat"  of  a  gentleman,  a  scholar, 


18        Mummified  History   Teaching 

and  a  soldier,  who  had  been  all  over  the 
field  and  knew  and  could  tell  what  had 
happened  and  how  it  had  happened.  The 
excitement  of  the  battle  doubtless  gave 
him  some  opinions  which  he  would  have 
modified  in  later  years  if  he  had  lived, 
but  all  the  same  he  wrote  actual  history. 
That  makes  his  story  of  Gettysburg  very 
real;  and  he  consecrated  it  all  by  giving 
his  life  to  his  country  when  leading  his 
new  regiment  at  Cold  Harbor  the  next 
summer. 

I  am  with  Professor  Mahafly  of  Dublin 
when  he  says  ''Unless  we  have  living  men 
reproduced  with  their  passions  and  the 
logic  of  their  feelings,  we  have  no  real 
human  history."  I  am  with  Gibbon  who 
believed  that  history  must  be  rich  in 


Mummified  History  Teaching        19 

imagination  and  not  wanting  in  eloquence. 
I  am  with  Froude  with  his  inaccuracies, 
rather  than  with  any  other  who  avoids 
positive  statements  and  reduces  human 
interest  in  the  subject  to  the  vanishing 
point.  I  am  with  Parkman  who  went 
over  the  ground  and  mixed  with  people 
who  knew  or  had  heard.  I  am  with  Lord 
Macaulay  when  in  his  history  of  England 
before  the  Restoration  he  says  that  he 
will  cheerfully  bear  the  reproach  of  having 
descended  below  the  dignity  of  history 
if  he  can  succeed  in  placing  before  the 
English  of  the  nineteenth  century,  a  true 
picture  of  the  life 'of  their  ancestors. 

No  one  is  for  ignoring  or  straining  the 
truth  of  history.  Honest  and  intelligent 
imagination  that  adheres  to  essential 


20        Mummified   History  Teaching 

facts  but  takes  the  loves  and  hates  of 
actual  men  and  women  into  account, 
comes  nearer  the  truth  than  does  the 
pessimist  who  rejects  everything  but 
positive  evidence,  necessarily  misinter- 
prets much  of  that,  and  insists  that 
partisans  are  hardly  capable  of  giving 
evidence  at  all. 

One  who  helped  make  history,  if  he 
has  the  other  accomplishments,  can  write 
it  better  than  those  who  had  no  part  in 
making  it;  and  no  one  can  hope  to  write 
history  well  unless  he  can  put  himself 
in  spirit  and  sympathy  with  those  who 
made  it.  He  must  have  their  point  of 
view,  their  enthusiasm,  and  their  grief 
or  exultation  over  results,  before  he  can 
make  it  very  effective  in  the  lives  of  human 


Mummified  History  Teaching        21 

beings.  Even  those  who  are  not  in 
sympathy  with  the  writer  prefer  the 
writings  of  one  who  has  feelings  in  his 
theme,  rather  than  of  one  who  takes  pride 
in  his  remoteness  and  indifference.  The 
Confererate  veterans  would  rather  read 
the  story  by  Colonel  Haskell  of  what 
happened  on  the  Union  side  at  Gettys- 
burg; and  the  Union  veterans,  that  by 
General  Pickett,  of  what  happened  on  the 
Confederate  side,  than  any  story  by  an 
historical  philosopher  who  was  not  there 
and  who  tries  to  write  judicially,  when 
the  whole  thing  was  one  of  arms  and  had 
gone  beyond  the  possibility  of  judicial 
determination. 

The   thing  we   are   speaking  of  is  not 
an  exclusive  trade  at  all:  it  is  to  be  saved 


22        Mummified  History  Teaching 

from  being  professionalized;  it  is  far  more 
a  matter  of  knowledge,  of  intelligent  in- 
terest and  literary  accomplishment,  than 
of  balancing  evidence  or  of  expert  training. 
History  consists  of  facts  infused  with 
life  rather  than  of  mere  opinions.  Of 
course  there  is  such  a  thing  as  a  philosophy 
of  history,  a  treatment  of  causes  and 
effects,  a  connecting  of  results  and  an 
explaining  of  consequences,  but  that  is 
wholly  beyond  the  children  in  the  ele- 
mentary or  secondary  schools;  and,  aside 
from  that,  it  is  in  the  province  of  historical 
or  philosophical  speculation,  and  not  in 

the  field  of  historical  fact  at  all. 
/ 
The    same    considerations    govern    the 

teaching  as  the  writing  of  history.  To 
be  effectively  taught  it  will  have  to  be 


Mummified  History  Teaching        23 

done  by  partisans,  whose  hearts  quicken 
with  the  teaching  and  are  quickened  by 
it  as  it  progresses.  The  thing  taught 
will  have  to  be  within  a  compass  which 
pupils  can  grasp,  and  it  will  have  to  be 
made  so  clear,  so  full  of  human  action 
and  interest,  will  have  to  move  in  such 
an  orderly  and  convincing  way,  that  nor- 
mal children  must  be  enlightened,  enter- 
tained, and  convinced  by  it. 

We  have  2,000,000  children  in  our  New 
York  schools.  Large  numbers  of  them 
are  the  children  of  parents  who  are  new 
in  the  State  and  know  little  of  the  facts 
and  the  spirit  of  our  history.  We  had 
1,800,000  souls  added  to  the  population 
of  New  York  State,  and  1,300,000  added 
to  the  population  of  New  York  city, 


24        Mummified   History   Teaching 

between  1900  and  1910.  In  other  words, 
the  decade's  increase  alone  would  make 
great  cities  and  states  as  the  world  goes. 
And  there  are  vast  numbers  of  children 
descended  from  early  settlers  in  the  State 
who  know  little  of  the  facts  and  feel  little 
of  the  inspiration  of  our  history.  It  is 
very  vital  to  the  State  that  they  shall 
know  these  facts  and  feel  this  inspiration. 
'No  civilization  lives  unto  itself  alone. 
It  is  a  matter  on  intelligence,  of  feeling, 
and  of  relations  and  outlook.  A  civiliza- 
tion treasures  what  its  fathers  did  for  it, 
and  it  is  urgent  about  what  it  aspires  to  do 
for  its  children  and  their  children.  In- 
deed, loyalty  to  and  intelligence  about 
this  line  of  teaching  in  the  homes  and  in 
the  schools  goes  farther  than  anything 


Mummified  History  Teaching        25 

else  to  determine  the  power  and  the  right 
of  a  civilization  to  endure. 

The  schools  of  all  peoples  are  expected 
to  attend  to  the  matter.  Frankly,  I  do 
not  think  we  attend  to  it  as  well  as  we 
ought.  We  are  as  prodigal  of  our  history 
as  of  our  lands,  and  woods,  and  waters, 
and  children.  We  need  to  conserve  and 
care  more  for  all  of  them.  The  people 
need  to  help  the  schools  to  do  it  better. 
Recall  the  books,  the  statues,  and  columns, 
and  arches,  and  art  galleries,  and  great 
buildings  dedicated  to  statesmen,  and 
soldiers,  and  scholars,  and  artists  in  Rome 
and  Madrid  and  Zurich  and  Berlin  and 
Amsterdam  and  Paris  and  Edinburg  and 
London,  and  every  other  city  in  the  Old 
World.  St.  Petersburg  is  so  full  of  them 


26        Mummified   History  Teaching 

that  it  is  mere  display  without  the  dis- 
crimination in  selecting  subjects  or  that 
balance  between  show  and  understanding 
which  is  the  vital  basis  of  any  patriotism 
or  any  civilization  that  is  of  much  worth. 
Stockholm,  one  of  the  fine  cities  of  the 
world,  goes  all  lengths  in  making  the 
display  without  subjecting  herself  to  any 
criticism  for  ignorance  or  grossness.  Her 
well-made  streets  and  her  clean  squares 
express  her  appreciation  of  the  intellectual 
and  martial  history  of  Sweden.  Opposite 
the  palace  of  the  democratic  king  an  art 
gallery  of  great  merit  expresses  the  history 
of  the  nation  to  a  people  that  is  free  from 
the  burden  of  illiteracy.  The  arts  and 
industries  and  the  intellectual  and  con- 
stitutional evolutions  of  Sweden  are  all 


Mummified  History  Teaching        27 

admirably  represented.  Under  the  great 
dome  there  is  the  magnificent  painting 
of  the  military  guard  bearing  home  on 
their  shoulders  through  the  deep  snows, 
the  body  of  King  Charles  XII,  killed  in 
battle  with  the  Norwegians  after  Peter 
the  Great  had  been  brought  to  his  reckon- 
ing: as  the  Swedish  women  look  upon  it 
they  flush  with  indignation  and  the  men 
clinch  their  fists  and  renew  their  oaths 
of  loyalty  to  the  fatherland.  A  few 
blocks  away  is  the  unparalleled  Thor- 
waldsen  collection  of  marbles  known  of 
all  who  can  appreciate  the  beautiful. 
And  a  mile  or  two  away,  at  Skansen,  in 
the  park,  are  the  many  structures  which 
hold  the  products  and  prortay  the  actual 
life  of  Swedish  generations,  from  the  mud 


28        Mummified   History  Teaching 

hut  of  the  barbarians  down  to  the  fine 
city  which  is  the  abundant  fruitage  of 
the  high  civilization  that  has  resulted 
from  the  ambition,  industry,  valor  and 
honor  of  Sweden.  And,  by  the  way,  the 
military  guards  at  Skansen  are  in  the 
buff  and  blue,  the  leather  breeches  and 
top  boots,  the  great  coats  and  three-cor- 
nered hats  of  Washington's  army,  which 
we  must  have  borrowed  from  Gustavus 
Adolphus. 

That  we  have  not  done  these  things 
very  largely  or  always  with  the  best  of 
judgment  is  not  because  we  are  lacking 
in  events  to  portray  or  history  to  teach. 
The  history  of  Holland  and  Britain,  in- 
deed the  history  of  all  intellectual  and 
constitutional  progress  in  all  lands,  is 


Mummified  History  Teaching        29 

our  inheritance.  But  we  have  to  go  no 
farther  back  than  the  first  settlements 
upon  the  Hudson  River  to  find  both 
'  great  and  picturesque  events  to  illustrate 
the  evolution  of  the  material  state,  and 
fascinating  stories  to  quicken  the  com- 
mercial, scholarly,  political,  and  military 
doings  of  the  people.  We  are  plutocrats 
in  the  materials  that  must  touch  the 
pride,  quicken  the  heartbeats,  and  enlarge 
the  sense  of  responsibility  of  every  one 
who  is  worth  his  salt  and  lives  upon  New 
York  soil. 

There  is  hardly  a  town  in  the  State 
that  is  without  its  historic  episodes  and 
traditions.  There  is  hardly  a  county 
that  has  not  a  shrine  made  sacred,  not  a 
stream  that  has  not  been  crimsoned  by 


30        Mummified   History  Teaching 

blood  spilt  for  the  rights  of  man.  To 
say  nothing  of  the  names  of  men,  think  of 
what  Morningside  Heights,  and  Fort  Lee, 
and  Stony  Point,  and  Albany,  and  Schenec- 
tady,  and  Schoharie,  and  Cherry  Valley, 
and  Wyoming,  and  Oriskany,  and  Oswego, 
and  Saratoga,  and  Fort  Edward,  and  Lake 
George,  and  Lake  Champlain,  and  Ticon- 
deroga,  and  Crown  Point,  and  Plattsburg, 
and  many  others,  signify  in  the  cause  o^ 
human  opportunity  and  American  nation- 
ality. And  it  is  not  all  a  matter  of  soldiers 
/ 

by  any  means.  We  had  in  every  part  of 
this  State,  at  a  very  early  day,  as  fine  a 
pioneer  farming  civilization,  as  successful 
manufacturing  and  commercial  accom- 
plishments, as  the  world  has  ever  seen. 
We  have  had  as  brave  and  fascinating 


Mummified  History  Teaching        31 

struggles  for  the  stability  of  political  in- 
stitutions, as  much  self-sacrifice  for  the 
upbuilding  of  churches  and  for  their 
freedom  and  harmony,  as  intelligent  and 
generous  and  abiding  a  faith  in  schools, 
as  ever  honored  the  life  of  any  people 
in  the  world.  It  is  all  in  our  history,  it 
is  expressed  in  our  institutions,  and  it 
bears  upon  our  life. 

It  is  our  business  to  see  that  the  children 
in  the  New  York  schools,  for  their  own 
good  and  for  the  country's  sake,  get  their 
proper  share  in  all  this.  They  are  to  get 
the  parts  of  it  that  they  can  assimilate, 
and  get  it  at  times  and  in  forms  and 
quantities  that  will  be  good  for  their 
patriotic  health.  If  they  become  really 
concerned  about  some  part  of  it,  they 


32        Mummified  History  Teaching 

will  be  about  other  parts  of  it.  If  their 
love  of  it  begins  to  grow,  it  will  keep  on 
growing.  The  generalities,  the  high  points, 
the  speculations,  or  the  philosophy  of 
history,  are  not  of  much  concern  to  young 
people.  They  want  the  facts,  the  action, 
of  it.  They  want  the  poetry  and  the 
glamour  of  it.  They  will  come  to  under- 
stand something  of  the  reason  and  the 
result  of  it.  It  is  to  be  hoped  that  the 
Division  of  History  in  the  Education 
Department  and  the  teachers  in  the  schools 
will  realize  their  opportunity  to  serve  the 
State  by  refusing  to  have  their  faith  set- 
tled by  professional  critics  and  by  teaching 
history  to  the  children  by  realistic  pic- 
tures and  by  inspiring  words. 


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